Effect of Flipped Class Room Instructional Strategy on Academic Performance in Social Science among 10th Class School Students

Abstract

This study examined the effect of flipped instructional strategy on academic performance in social sciences among xth class school students. Flipped instructional strategy is a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the class room by watching video lectures, usually at home and what used to be homework is now done in class with teachers offering more personalized guidance and nitration with students, instead of lecturing. Pretest posttest design was used to assess the effect of flipped instructional strategy with traditional strategy with traditional strategy on xth class school students. The study sample consisted of 100 students, who were chosen purposely from the study population. The study sample was distributed into two groups. The experimental group that consisted of 50 students, who has studied in flipped classroom instructional strategy, and the control group that consisted of 50 students, who has studied in the traditional classroom strategy. The experiment was conducted in Govt. High School in Gurdaspur District. The findings revealed that flipped instructional strategy better than traditional strategy.